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COMPONENTS EXPLANATION/DETAILS LEARNING

EXPERIENCES
Unit Orientation Establish students prior knowledge and their opinions of Ned Kelly and
the Kelly Gang (class brainstorming session).

Introduction to Black Snake students can make predictions about the
book etc.
1

Building
knowledge of
the field
The teacher will help students increase their background knowledge by
creating a class KWL Chart and putting the students in small groups to
participated in an interactive online resource:

Make your verdict - Build background knowledge through making verdicts
about the different outlaws in groups using the iPads.
2

Utilising the
non-fiction
focus text
Wilkinson, C. (2002). Black snake the daring of Ned Kelly. Newtown,
NSW: Black Dog Books.

This unit of work is based on the book Black Snake the daring of Ned
Kelly by Carole Wilkinson. The focus of this unit is multiple perspectives
of the central character (Ned Kelly) enabling students to critically analyse
and draw conclusions about Ned Kelly and the time through the use of
vocabulary, idiomatic expressions, objective and subjective language
and illustrations.

Pre-reading
Introduce the text
Read the blurb
Make predictions

Reading
Teacher models chapter 1 class discussion about text types
Literature circles chapter 2
Guided and Independent reading chapter 3
Literature circles chapter 4
Guided and Independent reading chapter 5 & 6
Literature circles chapter 7 & 8
Literature circles 9 & 10


1, 2, 3, 4, 5, 6,
9, 12

Responding to
texts
Literature Strand
Class discussion about the language features used to reveal Kate Kelly's
point of view. The different perspectives of events, and what modality
was used from pages 33-42. Ask students why they think the author has
present the differing views. Hot seat the different characters (build
comprehension and tie in drama) - Students can assume the persona of
different characters we have read about so far and they can sit in the 'hot
seat' and they will have to think quickly and respond to their peers and
teachers questions and comments. The aim is for the students to explore
the characters, analyse events, draw inferences and try out different
interpretations.
5

Exploring texts Literacy Strand
Students will engage in a WebQuest research task in groups. In this task
students are required to source and explore their own texts found online
and in the school library.

There will be a class set of texts available for the students to read during
silent reading time relevant to the history content including:
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COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
Cave, Colin 1968, Ned Kelly Man and Myth, Cassell Australia,
Melbourne.
Jones, Ian 1992, The Friendship That Destroyed Ned Kelly: Joe
Byrne and Aaron Sherritt, Lothian Publishing, Melbourne.
Kelson, Brendon & McQuilton, John 2001, Kelly Country A
Photographic Journey, University of Queensland Press, Brisbane.
McMenomy, Keith 1984, Ned Kelly The Authentic Illustrated
History, Currey ONeil Ross, Melbourne.
McQuilton, John 1979, The Kelly Outbreak, Melbourne University
Press, Carlton, Victoria, 1979.

Examining texts
including:

! Text
structure and
organisation
Language Strand

Examining text structure and organisation of exposition.

10
! Expressing
and
developing
ideas
Literature Strand
Brainstorm opinion adjectives of Ned Kelly. Discussion of effect: Why
have these opinion adjectives been used? What opinions do they
represent? Do you agree/ disagree with them?
In pairs complete the Venn Diagram (graphic organiser) to sort out the
different portrayals of Ned Kelly as a hero or villain and place suitable
opinion adjectives in the different sections of the diagram.
Individually students are to write sentences that describe Ned as both
hero and/or villain.

Webquest.

Language, Literature and Literacy
Brainstorming, planning and drafting the expository persuasive speeches.
7, 8, 11, 13, 14,
15
! Visual and
multimodal
features of
texts
Literacy Strand

Students will read newspaper articles and identify in pairs specific modal
samples and other language features recognized to show authors
perspectives.

Students will engage in a WebQuest research task in groups. In this task
students will source and explore various multimodal texts found online
and in the school library.

3, 8

Extending
beyond the
focus text
including:

! Creating texts
utilising print
and
multimodal
texts
Language and Literature Strands

Students choose their view point (hero/ villain) and pair/ share with
others taking on the same perspective and begin brainstorming
argument ideas. Students can plan their speeches using the expository
speech planner. Students can use the Scootle resource to assist them in
writing their speech. Once the plan is complete students can begin their
rough draft of the expository speech. Once the draft is complete students
can participate in writing groups, they will meet with two classmates to
share their drafts, get feedback and then make revisions based on the
feedback. They then show their drafts to the teacher, get verbal feedback
from the teacher and make further revisions. The students are then to
13, 14, 15
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COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
proofread their work. Once all these steps are done the students can
type up their speech on the computer and print it out.


Assessment
! Formative
(one strategy
and
instrument)
After the completion of the WebQuest students will present in their
groups. Teacher will complete a rubric and grade the students to assist
them in making improvements for the final task. Go to the assessment
page for the rubric.
11
! Summative
(one strategy
and
instrument)
In the final learning experience of the unit students will present their
expository speeches representing Ned Kelly as a Hero or a Villain. Go to
the assessment page for the rubric that will be used as the assessment
instrument for this task.
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Significant
demonstration
of learning.
Receptive Modes
By the end of the unit students will understand how language features
and vocabulary influence interpretations of characters, settings and
events.
Productive Modes
By the end of this unit students will have developed and explained a point
of view about the text, selecting information, ideas and images from a
range of resources. They will present their text to the class, taking into
account other perspectives.
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